Roh et al.(1616 Roh YS, Kim SS. Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills. Comput Inform Nurs. 2015;33(7):278-84.) |
To assess motivation and life skills (communication, problem-solving, and self-direction) before and after interventions with clinical simulation and problem-based learning |
Quasi-experimental, pre- and post-intervention (pre-test) |
Motivated Strategies for Learning Questionnaire (MSLQ)(3030 Pintrich PR. A manual for the use of the Motivated Strategies for Learning Questionnaire. Washington, D.C.; Education Resources Information Center; 1991.) |
A simulated urgency and emergency scenario with a high-fidelity simulator |
South Korea, 83 second-year undergraduate nursing students |
Thoma et al.(1717 Thoma B, Hayden EM, Wong N, Sanders JL, Malin G, Gordon JA. Intrinsic motivation of preclinical medical students participating in high-fidelity mannequin simulation. BMJ Simul Technol Enhanc Learn. 2015;1(1):19-23.) |
To compare intrinsic motivation related to participation in curricular clinical simulation sessions with predetermined learning objectives and extracurricular clinical simulation sessions with learning objectives determined by the students |
Non-randomized crossover study |
Intrinsic Motivation Inventory(3131 Ryan RM. Control and information in the intrapersonal sphere: an extension of cognitive evaluation theory. J Pers Soc Psychol. 1982;43(3):450-61.) |
A simulated urgency and emergency scenario with a high-fidelity simulator |
United States, 22 first-year undergraduate medical students |
Fawaz et al.(1818 Fawaz MA, Hamdan-Mansour AM. Impact of high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students. Nurse Educ Today. 2016;46:36-42.) |
To evaluate the impact of clinical simulation on clinical judgment and students' motivation |
Multicenter, post-test, quasi-experimental, case-control study |
Lasater Clinical Judgment Rubric;(3232 Tanner CA. Thinking like a nurse: a research-based model of clinical judgment in nursing. J Nurs Educ. 2006;45(6):204-11.) Motivated Strategies for Learning(3030 Pintrich PR. A manual for the use of the Motivated Strategies for Learning Questionnaire. Washington, D.C.; Education Resources Information Center; 1991.) |
A simulated urgency and emergency scenario with a high-fidelity simulator |
Lebanon, 56 first-year undergraduate nursing students |
Jeppesen et al.(1919 Jeppesen KH, Christiansen S, Frederiksen K. Education of student nurses - a systematic literature review. Nurse Educ Today. 2017;55:112-21. Review.) |
To explore the literature on the connection between teaching and learning strategies for nursing students to clarify which methods provide optimal learning outcomes |
A systematic literature review that included quantitative and qualitative studies |
Does not apply |
Does not apply |
Denmark, Nursing. |
Park et al.(2020 Park HR, Park JW, Kim CJ, Song JE. Development and validation of simulation teaching strategies in an integrated nursing practicum. Collegian. 2017;24(5):479-86.) |
To evaluate the effects of clinical simulation on critical thinking, skills development, self-efficacy, and motivation for learning |
Quasi-experimental, pre- and post-test study, with no control group |
The Self-Efficacy Scale;(3333 Sherer M, Maddux JE, Mercandante B, Prentice-Dunn S, Jacobs B, Rogers RW. The Self-Efficacy Scale: construction and Validation. Psychol Rep. 1982;51(2):663-71.) Instructional Materials Motivation Scale;(3434 Keller JM. Development and use of the ARCS model of instructional design. Journal of Instructional Development. 1987;10(3):2-10.) and Institutional protocol for testing individual skills |
A simulated urgency and emergency scenario with a high-fidelity simulator |
South Korea, 69 fourth-year undergraduate nursing students |
Sarikoc et al.(2121 Sarikoc G, Ozcan CT, Elcin M. The impact of using standardized patients in psychiatric cases on the levels of motivation and perceived learning of the nursing students. Nurse Educ Today. 2017;51:15-22.) |
To assess the impact of using standardized patients in simulated psychiatric cases on students' levels of motivation and perceived learning, when compared to traditional teaching |
Quantitative, randomized and controlled study, pre- and post-test |
Motivated Strategies for Learning Questionnaire (MSLQ);(3030 Pintrich PR. A manual for the use of the Motivated Strategies for Learning Questionnaire. Washington, D.C.; Education Resources Information Center; 1991.) Perceived Learning Scale;(3535 Rovai AP, Wighting MJ, Baker JD, Grooms LD. Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. Internet High Educ. 2009;12(1):7-13.) and Educational method evaluation(2121 Sarikoc G, Ozcan CT, Elcin M. The impact of using standardized patients in psychiatric cases on the levels of motivation and perceived learning of the nursing students. Nurse Educ Today. 2017;51:15-22.) |
A simulated scenario with simulated patients |
Turkey, 86 third-year undergraduate nursing students |
Walters et al.(2222 Walters B, Potetz J, Fedesco HN. Simulations in the Classroom: An Innovative Active Learning Experience. Clin Simul Nurs. 2017;13(12):609-15.) |
To evaluate knowledge retention and the perception of the learning climate (autonomy, competencies, relationships, and motivation) after simulated practices |
Longitudinal case-control study |
Learning Climate Questionnaire;(3636 Williams GC, Deci EL. Internalization of biopsychosocial values by medical students: a test of self-determination theory. J Pers Soc Psychol. 1996;70(4):767-79.) Basic Psychological Needs at Work Scale.(3737 Kasser T, Davey J, Ryan RM. Motivation and employee-supervisor discrepancies in a psychiatric vocational rehabilitation setting. Rehabil Psychol. 1992;37(3):175-88.) The Situational Motivation Scale(2929 Guay F, Vallerand RJ, Blanchard C. On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion. Motiv Emot. 2000;24(3):175-213.) |
Hybrid simulation using low-fidelity simulators and simulated patients |
United States, 199 third-year undergraduate nursing students |
Guerrero-Martínez et al.(2323 Guerrero-Martínez IM, Portero-Prados FJ, Romero-González RC, Romero-Castillo R, Pabón-Carrasco M, Ponce-Blandón JA. Nursing Students' Perception on the Effectiveness of Emergency Competence Learning through Simulation. Healthcare (Basel). 2020;8(4):397.) |
To evaluate students' learning in a simulated emergency scenario |
Pre- and post-test quasi-experimental study |
Adapted questionnaire called “Encuesta de calidad y satisfacción de simulación clínica en estudiantes de enfermería”(3838 Astudillo Araya Á, López Espinoza MÁ, Cádiz Medina V, Fierro Palma J, Figueroa Lara A, Vilches Parra N. Validación de la encuesta de calidad y satisfacción de simulación clínica en estudiantes de enfermería. Cienc Enferm. 2017;23(2):133-45.) |
Hybrid Multiple Casualty Incident simulation with standardized patients and low- and medium-fidelity simulators |
Spain, 47 fourth-year undergraduate nursing students |
Schulte-Uentrop et al.(2424 Schulte-Uentrop L, Cronje JS, Zöllner C, Kubitz JC, Sehner S, Moll-Khosrawi P. Correlation of medical students' situational motivation and performance of non-technical skills during simulation-based emergency training. BMC Med Educ. 2020;20(1):351.) |
To analyze the level of intrinsic motivation in the performance of non-technical skills |
Prospective and cross-sectional cohort study |
The Situational Motivation Scale (SIMS)(2929 Guay F, Vallerand RJ, Blanchard C. On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion. Motiv Emot. 2000;24(3):175-213.) Non-technical skills classification tool(2424 Schulte-Uentrop L, Cronje JS, Zöllner C, Kubitz JC, Sehner S, Moll-Khosrawi P. Correlation of medical students' situational motivation and performance of non-technical skills during simulation-based emergency training. BMC Med Educ. 2020;20(1):351.) |
A simulated urgency and emergency scenario with a high-fidelity simulator |
Germany, 449 students from first to fourth year of the medicine undergraduate course |
Lee et al.(2525 Lee A, Abdulhussein D, Fallaha M, Buckeldee O, Morrice R, Leedham-Green K. Whole consultation simulation in undergraduate surgical education: a breast clinic case study. BMC Med Educ. 2021;21(1):305.) |
To explore, categorize, and articulate the factors that interfere with the motivation for learning during simulated clinical practice |
Case study with qualitative analysis and inductive thematic approach using the Dedoose software |
Debriefing session with semi-structured questions |
Clinical simulation of patient consultation standardized by students |
United Kingdom, 17 third-year undergraduate medical students |
Mool-Khosrawi et al.(2626 Moll-Khosrawi P, Cronje JS, Zöllner C, Kubitz JC, Schulte-Uentrop L. Understanding how the motivational dimension of learning is influenced by clinical teaching in medical education: A prospective cohort study. Ann Med Surg (Lond). 2021;65:102366.) |
To identify and compare students' situational motivation in bedside teaching and clinical simulation |
Prospective cohort, pre- and post-test, descriptive, with no Control Group |
The Situational Motivation Scale(2929 Guay F, Vallerand RJ, Blanchard C. On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion. Motiv Emot. 2000;24(3):175-213.) |
A simulated urgency and emergency scenario with a high-fidelity simulator |
Germany, 145 third-year undergraduate medical students |
Mool-Khosrawi et al.(2727 Moll-Khosrawi P, Zöllner C, Cronje JS, Schulte-Uentrop L. The effects of simulation-based education on medical students' motivation. Int J Med Educ. 2021;12:130-5.) |
To assess and compare students' motivational levels before and after clinical simulations and classic seminars |
Pre- and post-test quasi-experimental and cross-sectional study |
The Situational Motivation Scale(2929 Guay F, Vallerand RJ, Blanchard C. On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion. Motiv Emot. 2000;24(3):175-213.) |
A simulated urgency and emergency scenario with a high-fidelity simulator |
Germany, 164 third-year undergraduate medical students |
Arizo-Luque et al.(2828 Arizo-Luque V, Ramirez-Baena L, Pujalte-Jesús MJ, Rodríguez-Herrera MÁ, Lozano-Molina A, Arrogante O, et al. Does Self-Directed Learning with Simulation Improve Critical Thinking and Motivation of Nursing Students? A Pre-Post Intervention Study with the MAES© Methodology. Healthcare (Basel). 2022;10(5):927.) |
To assess motivation for learning and critical thinking before and after self-directed training based on clinical simulation |
Multicenter study, pre- and post-tests, cross-sectional, descriptive, quantitative, with no Control Group |
Motivated Strategies for Learning Questionnaire (MSLQ-44)(3030 Pintrich PR. A manual for the use of the Motivated Strategies for Learning Questionnaire. Washington, D.C.; Education Resources Information Center; 1991.) and N-CT-4 Practice (Nursing Critical Thinking in Practice Questionnaire(3939 Alfaro-Lefevre R. Critical thinking, clinical reasoning and clinical judgment: a practical approach, pageburst E-book on kno. 6th ed. Philadelphia: Elsevier Health Sciences; 2016.) |
Simulated emergency scenarios and non-technical skills, use of high-fidelity simulators or standardized patient |
Spain, 77 third-year undergraduate nursing students |